Technological, Pedagogical, And Content Knowledge (TPACK) of Selected Private School Pre-Service Teachers in the 5th District of Leyte

Abstract

This study aimed to assess the Technological Pedagogical and Content Knowledge (TPACK) of selected pre-service teachers from private schools in the 5th District of Leyte. Utilizing a quantitative, descriptive-correlational research design, the study involved 254 pre-service teachers as respondents. The demographic profile revealed that 73% of the respondents were female, while 27% were male. English majors made up the largest group (35%) due to the common offering of this major in the selected private institutions. Statistical mean analysis indicated that pre-service teachers demonstrated sufficient knowledge across various TPACK indicators: they showed competence in several indicators under Content Knowledge (CK), and broader understanding in most indicators under Pedagogical Knowledge (PK) and Technological Knowledge (TK). Chi-square tests revealed a statistically significant difference in pre-service teachers’ knowledge across the three TPACK domains: Content, Pedagogy, and Technology. However, no significant relationship was found between the socio-demographic profile of the respondents and their levels of knowledge in CK, PK, and TK. The respondents’ major showed no significant relationship with their knowledge in Pedagogy and Technology, but a significant relationship was found with their Content Knowledge. Based on these findings, a training program was proposed to further enhance the TPACK competencies of pre-service teachers.